Series: Routledge Revivals

In this text, first published in 1993, Barrow decisively rejects
the traditional assumption that intelligence has no educational
significance and contends instead that intelligence is developed by
the enlargement of understanding. Arguing that much educational
research is driven by a concept of intelligence that has no obvious
educational relevance, Dr Barrow suggests that this is partly due
to a widespread lack of understanding about the nature and point of
philosophical analysis, and partly due to a failure to face up to
the value judgements that are necessarily involved in analysing a
concept such as intelligence. If intelligence is to be of
educational significance, it must be understood in terms that allow
it to be educable. Written by a philosopher of education, this
study offers a reasoned and extended argument in favour of an
original view of philosophical analysis. It focuses on the issue of
intelligence from a philosophical perspective. It should be of
interest to students of education, philosophy and the philosophy of
education alike.